CHAPTER IV TEACHERS’ STRATEGIES IN
H. Discussion and Pedagogical Implications
situations to contextualize learning content, fostering deeper engagement.
Therefore, the multifaceted strategies harnessed by teachers in implementing K13 resonate with the need for a cohesive pedagogical approach that effectively bridges the transition from the previous curriculum to K13. This fusion of methodologies, driven by pedagogical acumen and contextual relevancy, showcases the teachers' adeptness in fostering an effective and engaging learning environment that resonates with K13's core objectives.
Project-based learning assumes a pivotal role in cultivating the 21st-century skills that K13 seeks to foster. Within this framework, educators at MTs Al-Mujahidin facilitate the development of vital competencies such as teamwork, critical thinking, creativity, and technological literacy. By engaging students in projects based on real-world issues, educators skillfully steer their pedagogical approach toward nurturing well-rounded and proficient learners. Furthermore, the technique of posing questions at the outset of lessons cultivates critical thinking abilities, prompting students to analyze, evaluate, and synthesize information. This multifaceted approach encourages cognitive engagement, ensuring a more comprehensive grasp of the subject matter.
Inquiry-based learning strategies, employed in conjunction with the methods mentioned earlier, further enhance students' critical thinking skills. By encouraging active problem-solving and independent exploration, these strategies stimulate the formulation and identification of pertinent issues. The utilization of inquiry-based learning effectively promotes desirable learning outcomes, including the application of knowledge and the cultivation of logical reasoning abilities.
These approaches are often supplemented with group discussions, providing a dynamic platform for diverse
perspectives and reflective learning, thus complementing the overarching pedagogical objectives.
Role play, as an instructional tool, serves as a conduit for cultivating a range of 21st-century proficiencies such as communication, creativity, and adaptability. By immersing students in simulated scenarios, educators foster collaborative communication, critical thinking, and leadership attributes.
This method aligns seamlessly with K13's vision of preparing students for the multifaceted challenges of the modern world.
The social media integration within the teaching process further amplifies students' literacy skills across information, media, and technology domains.
Amid these dynamic teaching strategies, challenges have emerged. Educators have grappled with incorporating the 21st- century skills embedded within K13, exacerbated by limited familiarity with instructional methodologies, waning student motivation, unpreparedness on both institutional and individual levels, and inadequate facilities. Overcrowded classrooms and educators' limited exposure to pedagogical techniques have posed obstacles to effective instruction. To mitigate these challenges, the implementation of effective classroom management techniques and the integration of relevant games have been suggested.
Additionally, the role of the school's readiness cannot be understated. The school's continuous improvement, regular evaluations, and proactive facility procurement and maintenance are imperative for a seamless transition to K13. As educators strive to harness K13's potential, it is evident that an ecosystem encompassing pedagogical innovation, institution- wide readiness, and an adaptive approach to challenges is crucial in realizing the curriculum's objectives.
I. Conclusion
In conclusion, this study has shed light on the strategies employed by EFL teachers at MTs Al-Mujahidin in interpreting K13 to enhance their English teaching practices. The integration of role-playing, questioning, inquiry-based learning, and project-based learning has enabled the cultivation of essential 21st-century skills among students. However, the challenges faced by these teachers in implementing K13 are evident, encompassing issues of diverse student personalities, inadequate school resources, lack of student motivation, and teacher proficiency in instructional methodologies. Despite these challenges, the study underscores the importance of proactive measures such as seeking independent teaching resources, engaging unmotivated students, and incorporating gamification techniques to make learning more engaging. As K13 continues to be integrated into education systems, addressing these challenges and refining these strategies will be
pivotal in fostering effective and enriching EFL teaching practices.
CHAPTER V
TEACHER'S STRATEGIES IN INTERPRETING K13 IN ISLAMIC-BASED JUNIOR SCHOOLS (2ND CASE)
A. Introduction
In the realm of education, the curriculum stands as an imperative framework, serving as a navigational tool to ensure that learning transpires in alignment with predetermined objectives. Among the curricula that have supplanted the KTSP framework is the K13, notable for its multifaceted goals, which encompass the transformation of teachers into facilitators, empowering students to exercise autonomy in their learning processes. However, a significant proportion of English instructors still grapple with fully apprehending the modus operandi of the K13 curriculum, particularly in terms of augmenting their pedagogical competencies to align with the overarching aspirations of K13. Because of this context, the principal objective of this study was to discern the methodologies employed by educators in harnessing K13 to elevate their instructional capacities, specifically within the domain of English language instruction. Consequently, the study was framed under the title "Teacher's Strategies in Interpreting K13 to Improve EFL Teaching Practices at MTS Nashriyah NW Sekunyit," and it relied on interview-based data collection, underpinned by a qualitative research approach
This study delves into the realm of "Teacher Strategies in Interpreting K13 to Improve English Teachers' EFL Teaching Practices on K-13," a curriculum mandated by the Indonesian government as part of its commitment to enhancing the quality of education within the nation. In response to this governmental initiative, it is anticipated that teachers, being pivotal players in the curriculum's execution, would manifest distinct interpretations of the K-13 curriculum. This diversity in interpretation holds the potential to lead to incongruities during its implementation, given the central role teachers play in curriculum development and enactment. In light of the historical context of teacher involvement in curriculum-related decision-making within Indonesia's educational landscape, it becomes apparent that the degree of teacher participation remains somewhat constrained.
This study delves into the realm of "Teacher Strategies in Interpreting K13 to Improve English Teachers' EFL Teaching Practices on K-13," a curriculum mandated by the Indonesian government as part of its commitment to enhancing the quality of education within the nation. In response to this governmental initiative, it is anticipated that teachers, being pivotal players in the curriculum's execution, would manifest distinct interpretations of the K-13 curriculum. This diversity in interpretation holds the potential to lead to incongruities during its implementation, given the central role teachers play in
curriculum development and enactment. In light of the historical context of teacher involvement in curriculum-related decision-making within Indonesia's educational landscape, it becomes apparent that the degree of teacher participation remains somewhat constrained. The etymology of the term
"curriculum" traces back to Latin origins, signifying concepts such as running, race, course, or career. The traditional interpretation of curriculum in the early 20th century denoted
"the body of subjects or subject matters presented by educators for learners to cover" (Tanner, 1990). Pratt (1994) advanced the notion that curriculum pertains to the design of instructional activities rather than the act of instruction itself. This metaphor likens curriculum to a set of blueprints that guide the construction of a house. Additionally, the curriculum can be conceived as an instructional strategy, serving as a roadmap for educators to navigate the content they are required to teach.
Unarguably, the curriculum holds a significant position within the educational landscape. Indonesia's educational system has undergone several transformations, culminating in the advent of the 2013 curriculum. This shift was motivated by the need to enhance students' academic performance and align the curriculum with contemporary global educational trends, as envisioned by the former Indonesian Minister of Education and Culture, Nuh (as cited in Firman, Tersta, et al., 2019).
Acknowledging the evolving international educational
landscape, the Indonesian curriculum sought to emphasize the development of critical thinking skills rather than rote memorization. This paradigm shift informed the construction of the 2013 curriculum, amalgamating insights from diverse practitioners and subject areas.
Consequently, the implementation of the K13 curriculum necessitates the adoption of suitable teaching methodologies.
Educators must be equipped to effectively apply these approaches in congruence with the stipulations of K13. This alignment is essential to ensure the attainment of K13's prescribed objectives. Considering the unexplored nature of the study's title within the existing literature, we embarked on this investigation to shed light on the aforementioned issues. While several research endeavors have explored educators' preparedness to implement K13 (Firman, Tersta, et al., 2019;
Iskandar, 2020), this study endeavors to delve deeper by elucidating teachers' strategies for K13 implementation to enhance their proficiency in teaching in accordance with K13's standards.
B. Methods
Each research study is driven by distinct objectives and purposes, which inevitably shape the methods and techniques employed in its execution. Research methodologies can be broadly categorized into three types based on their overarching
aims: fundamental research methods, applied research methods, and research and development methods. Moreover, research methodologies can also be classified based on the inherent characteristics of the subject or environment under study. This classification gives rise to three overarching categories:
experimental, survey, and naturalistic methods. It's important to note that these classifications are not discrete, but rather interconnected along a continuum, blurring the boundaries between different research approaches. One of the most prevalent categorizations of research methods is the differentiation between quantitative and qualitative methodologies.
Quantitative research is characterized by its reliance on numerical data and statistical procedures. It often involves specific treatments and controls that follow precise, systematic, and quantifiable procedures. Consequently, it might appear less naturalistic, although it upholds a high degree of objectivity and neutrality. In contrast, qualitative research is conducted within naturalistic settings, aiming to comprehend and analyze social phenomena. This approach refrains from employing interventions or manipulations. Instead, it draws upon individual viewpoints and perspectives to interpret and make sense of the observed phenomena. Given that the interpretation in qualitative research is shaped by researchers, it is
acknowledged as potentially subjective; however, it proves to be a powerful tool for the intuitive exploration of societal issues.
For the study conducted during the odd semester of the 2021–
2022 academic year, the research site was the Madrasah Tsanawiyah Nahdlatul Wathan, situated in Bunut Baok village, Abiantubuh Hamlet, Praya, Central Lombok Regency, West Nusa Tenggara Province. This study adopted a qualitative approach due to its intention to comprehend the intricacies of policy design, teachers' strategies, interpretations, and the implementation of K-13, specifically within the context of the ELT program at Mts Nashriyah NW Sekunyit. At this educational institution, English classes are instructed by two different teachers. The primary method employed for data collection was interviews, which allowed the researcher to analyze the collected information derived from interviews with the English teachers at the madrasa. Subsequently, the researcher analyzed the gathered data to draw meaningful conclusions based on the insights extracted from the interview responses.
C. Philosophical Foundations, Core Competences, and Implementation Dimensions
The curriculum serves as a comprehensive framework encompassing subjects and educational programs designed by educational institutions, outlining a structured plan of lessons to
be delivered during the educational period. The introduction of the K-13 curriculum is a continuation of the development of the Competency-Based Curriculum (KBK), which was initiated in 2004 with the integration of attitudes, knowledge, and skills in a holistic manner (Erizar et al., 2021). To effectively realize its goals, the curriculum encompasses a range of processes including exploration, elaboration, confirmation, observation, inquiry, analysis, reasoning, description, inference, evaluation, and creation.
The K-13 curriculum places a strong emphasis on character development and is underpinned by a values-based approach.
The Core Competences, designated as KI-1 through KI-4, serve as markers of values integration. KI-1 corresponds to spiritual competence, KI-2 pertains to social competence, KI-3 encompasses knowledge competence, and KI-4 encapsulates the learning process, which is a synthesis of KI-3, KI-2, and KI- 1. This learning paradigm incorporates both direct and indirect learning models, with the latter encompassing KI-1 and KI-2.
Notably, there are no explicit learning materials dedicated solely to these two competencies as they are seamlessly integrated within the cognitive and psychomotor domains. This integration aims to minimize or eradicate rote learning and verbalism from the educational experience. The construction of achievement indicators is guided by Basic Competence,
abbreviated as KD, which assists educators in aligning teaching strategies with curriculum objectives (Ahmad, 2014b).
Regulation No. 69 issued by the Minister of Education and Culture of the Republic of Indonesia underscores that the K-13 Curriculum is established upon three foundational pillars:
philosophical, legal, and conceptual dimensions. These pillars collectively provide the framework that governs the implementation and execution of the K-13 curriculum within the Indonesian education system.
In the pursuit of crafting a curriculum that nurtures well- rounded individuals, the notion of adhering exclusively to a singular educational philosophy is deemed inadequate. The complex endeavor of curriculum construction requires a fusion of various educational philosophies to yield individuals of quality, reflecting the dynamic nature of contemporary society.
Rooted in the ideologies of "standard-based education" and
"competency-based curriculum," the K-13 Curriculum was meticulously formulated. The imperative of establishing national standards to uphold a minimum standard of societal quality forms the bedrock of standards-based education. This encompasses a spectrum of domains including content standards, process standards, graduate competence requisites, faculty standards, infrastructural standards, management
standards, funding criteria, and education assessment benchmarks. Parallelly, the competency-based curriculum is structured to provide a multifaceted learning journey to learners, fostering their behavior, knowledge, and capabilities.
Central to the K-13 Curriculum is the duality of its construction:
(1) the pedagogical framework underpinning teacher-led learning, manifesting as learning activities within educational institutions and their surroundings; and (2) students' individualized direct learning experiences, which are informed by their backgrounds, characteristics, and initial capacities. The amalgamation of these two facets results in tailored individual learning outcomes, which collectively coalesce to shape the broader curriculum outcomes.
The K-13 Curriculum is anchored in a robust juridical foundation, drawing legitimacy from several pivotal documents including the 1945 Constitution of the Republic of Indonesia, Law Number 20 of 2003 Concerning the National Education System, Law Number 17 of 2005 Concerning the National Long-Term Development Plan, in conjunction with the stipulations outlined in the National Medium-Term Development Plan, and Government Regulation Number 19 of 2005 Concerning National Education Standards, as further refined by Government Regulation Number 32 of 2005. These legal pillars not only affirm the curriculum's standing within the
national framework but also provide a clear directive for its development and implementation.
The integration of the K-13 Curriculum heralds a paradigm shift towards interactive learning environments, fostering heightened student engagement, dynamism, and character development, alongside transformative shifts in their cognitive processes.
Instructors are tasked not only with imparting knowledge but also with devising effective learning strategies, infusing scientific approaches into pedagogy, and nurturing students' moral fabric (Depdikbud as cited in Erizar et al., 2021) (Depdikbud, as cited in Erizar et al., 2021). Nevertheless, Mulyasa's perspective introduces a nuanced view, asserting that the K-13 carries both advantages and drawbacks, as its successful implementation remains a work in progress, notably in terms of teachers' grasp of the curriculum. Many educators express uncertainties in teaching and assessing core competencies and fundamental competencies (Erizar et al., 2021).
Perception is an intricate cognitive process involving the transmission of information to the brain. Human beings are equipped with sensory organs that enable them to perceive their surroundings and interact with others. This process of sensory engagement shapes their perception of self and the external world. Employing their senses, individuals meticulously
observe, experience, and interpret external stimuli, enabling them to craft responsive actions following the presented stimuli (Erizar et al., 2021).
Snyder's (2001) analysis unveils three distinctive lenses through which curriculum implementation can be viewed: the integrity perspective, the mutual adaptation perspective, and the curriculum enactment viewpoint. The integrity and mutual adaptation perspectives posit that professionals and experts craft the curriculum, which educators then incorporate into their instructional plans. In contrast, the curriculum enactment viewpoint underscores the role of teachers and students in shaping the curriculum through evolving conceptual frameworks. This perspective treats government-provided curricula and instructional materials as tools that facilitate dynamic interactions between teachers and students within the classroom context (Iskandar, 2020).
Greenberg et al's (2014) elucidation clarifies teaching strategy as a systematic approach rooted in an understanding of the key variables inherent to instructional scenarios. This entails a meticulous selection of courses, specific classes, or even entire curricula to cater to distinct educational contexts. A teaching strategy transcends mere instruction by responding to community needs, catering to individualized learning, and tailoring interventions based on students' experiences and
emotions. In the educational realm, teaching strategies epitomize the mechanisms through which students assimilate knowledge and assimilate it into diverse facets of their lives, ultimately facilitating comprehensive and profound understanding.
D. Perception of K-13 Among English Teachers
The interview data, constituting an invaluable facet of this study, emanates from two distinct respondents, each responding to a trilogy of inquiries. These questions delve into the English teachers' comprehension of K-13, their pedagogical strategies employed when teaching English through K-13, and the impediments encountered during this instructional process.
Regarding the perception of K-13 among English teachers, the inquiry yielded an array of diverse responses. Extracts from the interviews with the two participants offer illuminating insights.
Teacher 1 presents a captivating perspective, characterizing K- 13 as a fascinating departure from its predecessor.
K-13 embodies an educational paradigm that empowers students to voice their opinions and actively participate in the learning journey. This emphasis aligns harmoniously with nurturing the essential 4C attributes—communication, collaboration, creativity, and critical thinking. On the other hand, Teacher 2 offers a contrasting yet poignant viewpoint.
While acknowledging the merits of K-13, Teacher 2
underscores the challenge posed by the dynamic nature of curricular revisions. Drawing parallels between different institutions, Teacher 2 elucidates that certain schools have embraced K-13 with comprehensive readiness, a sentiment not uniformly shared within the context of Madrasah Tsanawiyah.
Teacher 2 reflects on the disparity in preparation and the resulting impediments faced by educators at their institution, prompting them to seek insights from fellow educators at a different public high school—individuals versed in the nuances of K-13 implementation. In essence, these interviews serve as a conduit to extract multifaceted perspectives, enriching the study's understanding of English teachers' cognizance of K-13, the strategies harnessed for effective instruction, and the hurdles encountered within this pedagogical framework.
E. Teachers' Instructional Approaches in Teaching English with K-13
The exploration of English teaching strategies within the framework of K-13 evoked a variety of responses from the participants. Their insights provide a glimpse into their distinct methodologies, revealing a tapestry of pedagogical perspectives. Here, we present an excerpt from the interviews to illustrate these diverse instructional approaches:
Teacher 1 elucidates their methodology as predominantly teacher-centered. This choice, though counter to the
recommended student-centered approach prescribed by K-13, is rooted in the context of teaching grades 7 and 8. The teacher acknowledges the English language's foundational nature for these learners, requiring a more directive stance. The teacher's active role in disseminating fundamental language skills is deemed necessary to build a robust linguistic foundation, enabling students to comprehend and subsequently apply English effectively.
Teacher 2, on the other hand, adheres more closely to the principles outlined in K-13. Guided by the curriculum's directives, this educator adopts a student-centered approach, especially apt for teaching grade 9 students. These learners, having been exposed to rudimentary English content in previous classes, possess a foundational understanding. This allows the instructor to facilitate a dynamic learning experience through project-based learning. By harnessing projects, students are actively engaged in collaborative and creative problem-solving, a strategy in harmony with K-13's instructional ethos. The alignment between the teaching guide within K-13 and the adopted methodology further underscores the integration of the curriculum's principles into classroom practices.
Therefore, the examination of teachers' strategies in English instruction through the lens of K-13 accentuates the diverse